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Social and Emotional Learning (SEL) Assessment in After-School Care: How Accessible Evaluation Can Lead to Widespread Quality Implementation

Social and Emotional Learning (SEL) Assessment in After-School Care: How Accessible Evaluation Can Lead to Widespread Quality Implementation

Dana Minney
Copyright: © 2021 |Pages: 29
ISBN13: 9781799867289|ISBN10: 1799867285|EISBN13: 9781799867302
DOI: 10.4018/978-1-7998-6728-9.ch011
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MLA

Minney, Dana. "Social and Emotional Learning (SEL) Assessment in After-School Care: How Accessible Evaluation Can Lead to Widespread Quality Implementation." Leading Schools With Social, Emotional, and Academic Development (SEAD), edited by Tara Madden-Dent and Deborah Oliver, IGI Global, 2021, pp. 202-230. https://doi.org/10.4018/978-1-7998-6728-9.ch011

APA

Minney, D. (2021). Social and Emotional Learning (SEL) Assessment in After-School Care: How Accessible Evaluation Can Lead to Widespread Quality Implementation. In T. Madden-Dent & D. Oliver (Eds.), Leading Schools With Social, Emotional, and Academic Development (SEAD) (pp. 202-230). IGI Global. https://doi.org/10.4018/978-1-7998-6728-9.ch011

Chicago

Minney, Dana. "Social and Emotional Learning (SEL) Assessment in After-School Care: How Accessible Evaluation Can Lead to Widespread Quality Implementation." In Leading Schools With Social, Emotional, and Academic Development (SEAD), edited by Tara Madden-Dent and Deborah Oliver, 202-230. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6728-9.ch011

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Abstract

An abundance of research links children's social-emotional competence with positive school and life outcomes, but many barriers to widespread, high quality social-emotional learning (SEL) exist. Studies also found SEL delivered consistently and in coordination with other programs, both in and out of school, is more effective, but lack of unified standards, a supportive framework, and systematic approach prevent consistency and coordination of delivery. Process monitoring and impact evaluation help overcome barriers and improve implementation. After-school programs provide opportunities for quality SEL delivery and evaluation. This chapter reports results of an evaluation comparing pre- and post-program survey data from elementary school children (n = 98) in an after-school program that has incorporated an SEL curriculum. Results showed significant increases in the SEL competencies of self-management, social awareness, and social skills. The author also explored advantages of providing both SEL instruction and low-cost evaluation in after-school care settings in addition to schools.

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